Peningkatan Keterampilan Guru Sekolah Dasar dalam Mengembangkan Media Pembelajaran melalui Pelatihan Canva

Yani Sri Mulyani; Rizki Akbar Firdaus Rustiman; Aditia Aditia; Rivana Pebriyanti; Devita Izhal Shafira; Izma Milien; Olipia Olipia

doi:10.71094/jppmi.v3i4.461

Authors

Yani Sri Mulyani Program Studi Sistem Informasi, Fakultas Teknik Informatika, Universitas Bina Sarana Informatika, Indonesia
Rizki Akbar Firdaus Rustiman Program Studi Sistem Informasi, Fakultas Teknik Informatika, Universitas Bina Sarana Informatika, Indonesia
Aditia Program Studi Sistem Informasi, Fakultas Teknik Informatika, Universitas Bina Sarana Informatika, Indonesia
Rivana Pebriyanti Program Studi Sistem Informasi, Fakultas Teknik Informatika, Universitas Bina Sarana Informatika, Indonesia
Devita Izhal Shafira Program Studi Sistem Informasi, Fakultas Teknik Informatika, Universitas Bina Sarana Informatika, Indonesia
Izma Milien Program Studi Sistem Informasi, Fakultas Teknik Informatika, Universitas Bina Sarana Informatika, Indonesia
Olipia Program Studi Sistem Informasi, Fakultas Teknik Informatika, Universitas Bina Sarana Informatika, Indonesia

DOI:

https://doi.org/10.71094/jppmi.v3i4.461

Keywords:

canva, elementary school teachers, learning media, training, digital competence

Abstract

This community service activity aimed to provide elementary school teachers with practical experience in using Canva to develop engaging, structured, and learning-oriented instructional media. The training was conducted on August 12, 2026, through needs identification, platform introduction, demonstration, practice, and design refinement. The materials covered templates and design elements as well as the creation of presentations, posters, infographics, worksheets/LKPD, flashcards, and other learning media. Evaluation of 15 participants using 10 indicators showed an increase in the average achievement from 75% in the pretest to 90% in the posttest, representing a 15-percentage-point gain. The largest increase occurred in participants' understanding of how to share a design for collaborative editing, with a 32-percentage-point gain. The findings indicate that practice-based training can improve teachers' measured understanding and perceived ability to use Canva for learning needs. However, systematic assessment of product quality was not conducted, so follow-up activities are needed to examine the sustainability of participants' skills.

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